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E-raamat: Learning by Design and Second Language Teaching: Theory, Research, and Practice

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Learning by Design and Second Language Teaching establishes theoretical, research, and practice connections between the multiliteracies framework Learning by Design and L2 teaching and learning.

A comprehensive introductory chapter presents the theoretical tenets of the approach and is followed by four chapters devoted to the establishment of connections between the framework and L2 instruction, information on evidence-based pedagogical practices and suggestions for their implementation, and task examples that can be adapted for use in a variety of educational contexts. Each chapter links theory and research to practical steps instructors can take to select authentic materials and create tasks in each of the frameworks knowledge processes with the objective of developing L2 students performance in the interpersonal (speaking), interpretive (reading and listening), and presentational (writing) modes of communication. A selection of guidance charts, figures, templates, and extra digital resources are included within the text to support learning and teaching.

The book will be of interest to graduate students and in-service and future L2 teachers in all levels of instruction.

Chapter 1, Chapter 2 and Chapter 3 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com.
List of figures
x
List of tables
xi
Preface xii
Acknowledgments xv
1 Introduction to Learning by Design
1(19)
Learning by Design: Theoretical and Pedagogical Bases
1(5)
Learning by Design: Principles and Components
6(3)
Learning by Design: Knowledge Processes
9(5)
Experiencing
9(2)
Conceptualizing
11(1)
Analyzing
12(1)
Applying
13(1)
Learning by Design: Recent Theoretical Developments
14(1)
Summary
15(2)
Experiencing
17(1)
Conceptualizing
17(1)
Analyzing
17(1)
Applying
17(1)
Notes
17(1)
References
18(2)
2 Learning by Design and Second Language Education
20(19)
Second Language Teaching and Learning in Today's World: Frameworks, Perspectives, and Foci
20(9)
Learning by Design and Second Language Teaching and Learning
29(4)
Summary
33(1)
Notes
34(1)
References
34(5)
Works Cited
34(4)
Instructional Resources Cited
38(1)
3 Learning by Design and Second Language Teaching Practices
39(36)
Learning by Design's Reflexive Pedagogy
39(5)
Second Language Instruction Based on Universal Design for Learning and Learning by Design
44(13)
Pedagogical Planning
45(4)
Instructional Moves
49(8)
Everyday Practices for Second Language Instruction Grounded in Learning by Design
57(12)
Presentation of Learning by Design's Knowledge Processes
57(1)
Instructional Objectives
58(3)
Collaborative Learning
61(6)
Checkpoints and Assessment
67(2)
Summary
69(1)
Notes
70(1)
References
70(5)
Works Cited
70(4)
Instructional Resources Cited
74(1)
4 Genre- and Project-Based Instruction Grounded in Learning by Design
75(17)
Genre-Based Instruction
75(8)
Project-Based Learning
83(7)
Summary
90(1)
Note
90(1)
References
90(2)
5 Sample Second Language Tasks Grounded in Learning by Design
92(63)
1 Community Development: Talk to an Expert
93(5)
Instructional Information and Guidance (Task Idea Inspired by NEA, 2011, p. 15)
93(5)
2 Endangered, Threatened, or Vulnerable Flora and Fauna: Expository Texts and Infographics
98(5)
Instructional Information and Guidance (Task Idea Inspired by NBA, 2011, p. 20)
99(4)
3 Fan Fiction
103(4)
Instructional Information and Guidance (Task Idea Inspired by Sauro & Sundmark, 2016)
104(3)
4 Identity Texts
107(10)
Instructional Information and Guidance (Based on Zapata & Ribota, 2021a)
108(3)
Other Formats
111(2)
Related Topics
113(4)
5 Media Collection (Critical Analysis)
117(7)
Instructional Information and Guidance (Task Idea Inspired by Cameron, n.d.)
117(5)
Memes (Based on Beucher et al., 2020 and Dominguez Romero & Bobkina, 2021)
122(2)
6 Multimodal Stories
124(5)
Instructional Information and Guidance
124(5)
7 Podcasts and Vodcasts
129(4)
Instructional Information and Guidance (Based on Moyna, 2019)
130(3)
8 Recipes and Other Procedural Texts
133(5)
Instructional Information and Guidance
134(4)
9 School Brochures
138(5)
Instructional Information and Guidance (Task Idea Inspired by Zammit, 2019)
139(4)
Final Recommendations
143(4)
Summary
147(1)
Notes
147(2)
References
149(6)
Works Cited
149(5)
Instructional Resources Cited
154(1)
Appendix A Template Questions and Foci for the Analysis of Multimodal Texts 155(4)
Appendix B Recommended Websites and Digital Tools 159(4)
Appendix C Multimodal Product Assessment 163(3)
Index 166
Gabriela C. Zapata was born in Rosario, Argentina. She received her MA in TESOL and PhD in Spanish (Linguistics track) from The Pennsylvania State University. She is Professor of Hispanic Linguistics in the Department of Hispanic Studies at Texas A&M University. Dr. Zapatas research foci are Learning by Design and second (L2) and heritage language (HL) pedagogy, multimodal social semiotics, and teacher education. She is also involved in the development and implementation of inclusive open educational resources for the teaching of Spanish as a L2 and HL and Spanish for the Professions.
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